2020-07-12
136
Задание 2.1. Изучающее и аналитическое чтение учебных текстов по профилю подготовки
1. Определите в тексте термины и терминологические словосочетания. Составьте для текста двуязычный терминологический словарь.
Can educational data be used to actually help schools get better? That's the hope behind a push to bring to K-12 schools a management philosophy known as "continuous improvement". But experts contend that the K-12 education system's current data infrastructure, built in response to the federal No Child Left Behind Law and focused primarily on holding schools accountable, looms as a significant barrier.
School staffs perception of barriers to greater use of data include a sense of lack of time, system-usability issues, the perception that the data in the system are not useful, and district policies around curriculum coverage or pacing that prohibit modifying learning time to match student needs. Very few software applications allow schools real flexibility to decide what data are most important to them, then collect and analyze that information customized ways. The data used to measure success is typically a long-term outcome measure, such as standardized test results. Fast forward eight years, and the lingo has changed, but such challenges are still endemic, said Andrew Krumm, the director of learning analytics at Digital Promise, a nonprofit that promotes the use of technology to improve schools.
The idea of schools making better use of educational data is nothing new. Back in 2010, the U.S. Department of Education described data-driven decision making as a "national priority," saying that states and school districts had made significant progress in building a new data infrastructure. But in a report that year titled "Use of Education Data at the Local Level: From Accountability to Instructional Improvement," the department also concluded that such work was having little impact on actual classroom teaching.
That approach amounts to "implementing fast and learning slow," authors from the Carnegie Foundation for the Advancement of Teaching argue in their 2015 book. Instead, schools should be focused on implementing improvement strategies more methodically, but learning much more about them as they happen. Technology tools should help schools monitor three things: whether they're actually doing what they set out to do, whether it's making a difference on the measures that educators developed locally, and how such efforts impact the kinds of long-term outcomes measures that are typically used now.
In theory, at least, the new technologies that have flooded into schools over the past decade could help. Countless digital tools are now part of students' everyday learning, and many are capable of generating reams of data on everything that a student (or teacher) does.
2. Прочитайте текст, обращая внимание на использование средств когезии. Составьте для текста словарь общенаучной терминологии.
Fundamentally, we can understand the way in which language represents the world to us, in terms of two opposing positions. According to one view, human beings generally (whatever their culture or language) are endowed with a common stock of basic concepts -- "conceptual primes" as they are sometimes known. Language, according to this view, is merely a vehicle for expressing the conceptual system which exists independently of it. And, because all the conceptual systems share a common basis, all languages turn out to be fundamentally similar. According to this position, thought determines language. We might characterize this view as the "universalist" position.
The alternative position maintains that thought is difficult to separate from language; each is woven inextricably into the other. Concepts can only take shape if and when we have words and structures in which to express them. Thinking depends crucially upon language. Because the vocabularies and structures of separate languages can vary so widely, it makes no sense to posit conceptual primes of a universal nature. Habitual users of one language will experience and understand the world in ways peculiar to that language and different from those of habitual users of another language. The latter viewpoint might be termed the "relativist" position.
3. Определите тему текста и главные положения. Суммируйте информацию в 3-4 предложениях.
For years middle-grade science teachers have struggled to spark the imaginations of their students, and they've found the task to be anything but simple. In the elementary grades, most kids are curious about the natural world. But by the time they hit middle school—a crucial period, the first time they're truly capable of abstract thinking—they're often more interested in the opposite sex than in science. Teachers are trying nearly everything to bring students back to the lab, and clever kids are unquestionably reaping the benefits of their efforts. But students with lower abilities just don't seem to be able to keep pace.
Why are America's students doing so poorly? One answer is simple: there aren't enough good teachers. Trying to explain science to kids who are predisposed to boredom can be an exasperating job. The good teachers migrate to the gifted classes and the students who need the most skilled teachers are the ones least likely to get them. In rural and inner-city areas, teachers with science expertise are scarce. Most seventh-grade teachers have elementary certification, so they really have not had strong math and science backgrounds.
There are other problems. New textbooks are expensive, and many currently in use are little more than "a few lines of copy and a couple of dumb questions," says Joy Hakim, the author of a popular new science-book series aimed at middle schoolers.
Science, of course, is a field that requires hands-on experiments in addition to book learning. But lab equipment is costly, too, and it often gets left out of the budget altogether; a recent survey of 200 New York City middle schools found that only 80 had science labs. Teachers in all subjects occasionally have to dip into their personal funds for classroom supplies. How many can afford to buy microscopes?
4. Выберите вариант, наиболее соответствующий содержанию утверждения.
1. We always talk about consuming or using up matter resources, but actually we don’t consume any matter.
a. Although we always talk about consuming or using up matter resources, but actually we don’t consume any matter.
b. We always talk about consuming or using up matter resources; moreover, actually we don’t consume any matter.
c. We always talk about consuming or using up matter resources so that we don’t consume any matter.
2. These observations all suggest that a system of matter spontaneously tends toward increasing randomness or disorder.
a. These observations indicate that a system of matter spontaneously tends to become more random or disordered.
b. According to these observations, all matter spontaneously moves toward increasing randomness or disorder.
c. The observations we have made prove that a system of matter spontaneously tends toward increasing randomness or disorder.
5. Определите в тексте фразеологизмы и клише, подберите для них соответствия в русском языке.
The challenges of E-learning are many; the solutions are few. Arguments for E–learning are sometimes presented in the rhetorical discourses of ‘life-long learning’ and ‘flexibility’ two dubious concepts that relate to global learning. In Australia the government has promised to revitalise the education system using what they brand as the ‘educational digital revolution’. The promise is to deliver computers and internet access to school students - even though there is little, if any research evidence supporting the benefits of computers in schools, there will be an investment of $1 billion over four years in a move to turn every school in Australia into a digital school. This could include personal laptops or additional desktop computers, thin clients with virtual desktops and internet network infrastructure to help plug our schools into the ‘information superhighway’.
There is indeed much anticipation and promises made in the name of computer technology. Like the Australian Government, supporters of computer technology, E–learning and the World Wide Web in general anticipate an increase in learning speed, cost effectiveness, technological transformation, and mediated human interactions. Consequently, its successes are ideally geared towards business ventures such as a reduction in spending costs in corporate training — ultimately profiting business endeavours rather than improving education.
Форма контроля: зачтено / не зачтено.
Критерии оценивания. Задание считается выполненным, если результаты демонстрируют
· умение анализировать структурные, информационные и языковые характеристики иноязычного текста;
· умение использовать средства информационной среды для понимания незнакомых лексических явлений (правильный выбор лексических значений, расшифровка аббревиатур, содержание явлений социокультурного характера).
Задание 2.2. Чтение и анализ научного текста (научной статьи / главы из монографии) по теме исследования.
Форма контроля: зачтено / не зачтено.
Критерии оценивания. Задание считается выполненным, если анализируемый текст соответствует установленным требованиям (объем, источник); в анализе
· определены цели и предмет исследования (вид научной публикации);
· выделены основные положения и ключевые слова;
· указаны информационные характеристики: методы исследования, аргументация, иллюстрирующий материал, результаты и т.д. (в зависимости от вида публикации).
Задание 2.3. Составление терминологического словаря и словаря общенаучной лексики и фразеологии.
Форма контроля: зачтено / не зачтено.
Критерии оценивания. Задание считается выполненным, если словарь составлен на основе анализа текстового материала аутентичных статей из научных журналов, электронных библиотек / баз данных (Mendeley, Elsevier) и профессиональных сайтов; объем анализируемого материала и оформление словаря отвечают установленным требованиям.
Задание 2.4. Интерпретация и передача на родном языке ключевой информации иноязычного текста по профилю подготовки.
Форма контроля: зачтено / не зачтено.
Критерии оценивания. Задание считается выполненным, если содержание презентации включает цели и предмет исследования, основные положения и информационные характеристики текста; информация передана без искажений.
Примечание. Оценка уровня сформированности компетенций осуществляется на основании результатов выполнения заданий:
ОПК-1 (готовность осуществлять профессиональную коммуникацию в устной и письменной формах на русском и иностранном языках для решения задач профессиональной деятельности) – задания 2.1, 2.2 и 2.4;
ОК-1 способностью к абстрактному мышлению, анализу, синтезу– задания 2.1, 2.3 и 2.4 (см. таблицу 10 в РПД).
